�To
achieve world government, it is necessary to remove from the minds
of men their individualism, loyalty to family tradition, national
patriotism, and religious dogmas.� �We have swallowed all manner of
poisonous certainties fed us by our parents, our Sunday and day school
teachers, our politicians, our priests....The reinterpretation and
eventual eradication of the concept of right and wrong which has been
the basis of child training, the substitution of intelligent and rational
thinking for faith in the certainties of old people, these are the
belated objectives ...for charting the changes in human behavior.�
Brock Chisholm, 1959 Humanist of the Year and former head of World
Health Organization, in the February 1946 issue of Psychiatry.

The
manipulating maneuvers of The Order of Skull and Bones (hereafter
called The Order) have focused on specifically changing society with
an eye towards the globalist goal of a One World Order. In order to
drastically alter civilization, members of The Order infiltrate society�s
institutions and use their influence, backed by the vast wealth of
the international bankers, to gain absolute control. The societal
elements as defined by Antony C. Sutton in An Introduction to the
Order of Skull & Bones:

Education � how the population of the future will behave.

Money � the means of holding wealth and exchanging goods.

Law � the authority to enforce the will of the state, a world
law and a world court is needed for a world state.

I
will briefly address, in this and forthcoming articles in this current
series, each of these fundamental facets of society and how they have
been controlled in order to devastate the American Republic and enslave
every average American in the bonds of satanic globalism.

Education:
Real education, as opposed to brainwashing, should be a lifelong personal
pursuit rather than a state scheduled mass indoctrination limited
to just what the state wants you to know or believe in order to fulfill
some stealthily crafted agenda for the dismal existence of the masses.
Ideally, people, as they are exposed to a growing body of information
and technology, should have the opportunity to exercise their inherent
abilities in order to expand their understanding.

At
birth, our minds are empty vessels waiting to be stimulated. We adapt
to what we absorb. Perceptions about the world, about ourselves and
others are developed primarily by our parents and then by our teachers,
our relatives, friends, politicians and the media. Discrimination
and wisdom increase with age � we must choose exactly what we wish
to imbibe: facts which educate or fiction that merely entertains.
Most entertainment leaves us ignorant and vulnerable to misinformation
and deceptive propaganda. A dumbed-down, non reading adult society
is much easier to influence and control than an alert, well educated
principled population who have been schooled in history, classical
literature, a foreign language, grammar, and have an understanding
of their moral civic responsibilities. Education should inspire us
how to think, not what to think � we have not learned if we merely
regurgitate information on command. Our education should motivate
us to scrutinize data, evaluate evidence, make comparisons and make
appropriate application.

A
principled population, not seeking government entitlements, would
also demand responsible, principled leaders. Independent personal
study after high school or college, beyond readily accessible information,
requires time and is not effortlessly available to overtaxed individuals
attempting to keep their heads above water in an economically depressed
society. Yes, despite official contradictory claims, we are not merely
depressed but bankrupt.

Obedience
trained students read specific books, designed to produce globalist
convictions, introduce faith shattering alternative beliefs and create
distrust of traditionalism, but rarely read anything not required.
Many graduates never open a book after they leave school. They are
satisfied to read, if they are able, the newspaper headlines, People
magazine or catch a few �news� shows on television. After all, why
bother to read if one can tune into some familiar pleasant personality
disseminating the �news�? People who do not read have no advantage
over those who cannot read. Thus, ignorance, definitely not bliss
but rather intellectually lethal, is unfortunately ubiquitous.

Current
classrooms, as well as life in general, are chaotic. Reasonable discipline
and mutual respect are absent. Moral relativism has replaced the moral
compass of our Judeo-Christian foundation. Anything related to that
foundation has been legally altered and unfortunately legalization
gives credibility to decadence. Judges, who have falsely sworn to
protect and abide by the Constitution, have verbally manipulated that
foundational document into oblivion. They are globalists, sympathizers,
or fellow travelers who trade principles for money, power or �just
to get along.� It is not coincidental! The evidence surrounds us:
our drugged disrespectful children cannot read, communicate without
repetitive language laziness, write intelligibly, calculate numbers
without a calculator or spell without a spell checker. It does not
take a genius to acknowledge that there is something horribly amiss
with our children. A brief comparison with previous
generations provides justification for the obvious � the onslaught
against our youth carried out by the government�s educational system
is deviously deliberate. A spurious curriculum has been designed to
inculcate America�s children to function as the submissive workers
of the One World Order, compliments of the taxpayers.

Chester
M. Pierce, Harvard University psychiatrist said the following at the
1973 International Education Seminar, as quoted in Educating
For The New World Order (June 1991),[2]
an excellent book by Beverly K. Eakman: �Every child in America who
enters school with an allegiance toward our elected officials, toward
our founding fathers, toward our institutions, toward the preservation
of this form of government... all of this proves the children are
sick, because the truly well individual is one who has rejected all
of those things and is what I would call the true international child
of the future.�[3]

There
is certainly not a dearth of books that express views about America�s
dismal educational problems as well as the other associated problems
that affront our children. Another excellent, well researched and
documented book is the
deliberate dumbing down of america (September 1999) by educational
whistle-blower Charlotte
Thomson Iserbyt. It remains Barnes and Noble�s #1 bestseller in
their History of Education category. Iserbyt is a former school board
director in Camden, Maine and was co-founder and research analyst
of Guardians of Education for Maine (GEM) from 1978 to 2000. During
the first Reagan administration Iserbyt was the Senior Policy Advisor
working in the U.S. Department of Education�s Office of Educational
Research and Improvement (OERI). She was instrumental in revealing
a �major technology initiative which would control curriculum in America's
classrooms.[4]

A
huge educational modification gradually occurred � America went from
an academic education (1880�1960) to a values education (1960�1980)
to a workforce training �education� (1980�2000). In Iserbyt�s book
�the case is made that the values education period was critical to
the transformation of education. It succeeded in persuading (brainwashing?
duping?) Americans into accepting the belief that values were transient,
flexible and situational�subject to the evolution of human society.
Brave new values were integrated into curricula and instruction. The
mind of the average American became �trained� (conditioned) to accept
the idea that education exists solely for the purpose of getting a
good paying job in the global workforce economy.�[5]

This
isn�t just about your own children. Everyone should thoroughly read
her comprehensive book as well as the other books available on this
important issue. See a list below.

The
federal government should not be dictating curriculum. Local property
taxes pay for schools but they have been seduced into accepting additional
funds which always include federal regulations, policies and programs
including Bush�s �No Child Left Behind.� This is nothing but a disguised
UNESCO school to work program, a detriment to America�s children,
her greatest resource.

Following
is a much abbreviated timeline from Iserbyt�s must read book revealing
tax-exempt financial backing and government compliance in the collapse
of America�s educational system:

1902
The General Education Board (GEB) was incorporated by an act of the
United States Congress. Approved January 12, 1902, the General Education
Board was endowed by Mr. John D. Rockefeller, Sr., for the purpose
of establishing an educational laboratory to experiment with early
innovations in education.[6]

1905
The Intercollegiate Socialist Society (ISS) was founded in New York
City by Upton Sinclair, Jack London, Clarence Darrow and others. Its
permanent headquarters were established at the Rand School of Social
Studies in 1908 and ISS became the League for Industrial Democracy
(LID) in 1921. John Dewey became president of the League for Industrial
Democracy in 1939.

The
Carnegie Foundation for the Advancement of Teaching was founded.[7]

1906
National Education Association (NEA) became a federally chartered
association for teachers under the authority of H.R. 10501.[8]

1908
Italian educator, the late Maria Montessori (1870�1952), developed
a method of teaching�relying on guidance and training of senses rather
than more rigid control of children�s activities�which would be very
influential throughout the rest of the century.

Elizabeth
Clare Prophet, the cultic head of the Church
Universal and Triumphant, founded a group called Montessori International,
and previous U.N. Deputy Secretary-General Robert Muller, the celebrated
author of the New Age World
Core Curriculum, claimed that the Montessori Method was one
of the educational programs which would greatly benefit global children
for the New Age.[9]

1913
Frederick T. Gates, director of charity for the Rockefeller foundation,
set up the Southern Education Board (SEB), which was later incorporated
into the General Education Board (GEB), setting in motion �the deliberate
dumbing down of America.� Gates wrote The Country School of Tomorrow:
Occasional Papers No. 1 (General Education Board: New York, 1913)[10]

1918
In the January 13, 1918 issue of New York World William Boyce
Thompson, Federal Reserve Bank director and founding member of the
Council on Foreign Relations applauded Russia for their �sweeping
world changes.�

Carnegie
and Rockefeller Foundations planned the demise of traditional academic
education. Rockefeller�s focus would be national education; Carnegie
would be in charge of international education.[11]

1919
�The Institute of International Education (IIE) was founded through
a grant from the Carnegie Endowment for International Peace. The Institute�s
purpose was to operate a student exchange program. The U.S.-Soviet
Education Agreements were negotiated by the Carnegie Endowment�s parent
organization, the Carnegie Corporation, fostering exchanges of curriculum,
pedagogy and materials as well as students.�

�The
Progressive Education Association (P.E.A.) was founded and organized
by John Dewey, even though he would not become a member in its early
years. P.E.A.�s goals and aims were projected for the last half of
this century at a board meeting held November 15�17, 1943 in Chicago,
Illinois.�[12]

1921
The league for Industrial Democracy changed its name from the Intercollegiate
Socialist Society (ISS) and stated its purpose as: �Education for
a new social order based on production and not for profit� (�A Chronology
of Education,� Dorothy Dawson, 1978).

Harold
Rugg, writer of social studies textbook series entitled The Frontier
Thinkers (1921) published by the Progressive Education Association
became president of the National Association of Directors of Education
Research which would later become known as the American Educational
Research Association.

�The
Council on Foreign Relations was established through the efforts of
Col. Edwin Mandell House. He was the initiator of the effort to establish
this American branch of the English Royal Institute of International
Affairs.� � �The late Professor Carroll Quigley of Georgetown University
described the CFR as �a front for J.P. Morgan and Company in association
with the very small American Round Table Group.�[13]

1922
On December 15 the Council on Foreign Relations endorsed world government.[14]

1925
The International Bureau of Education, formerly known as The Institute
Jean-Jacques Rousseau, was established with a grant from the Rockefeller
Foundation. The Bureau became part of the United Nations Educational,
Scientific and Cultural Organization (UNESCO).[15]

The
following books, among many others, were published urging a New World
Order facilitated, in large part, by the American educational system:
�Toward Soviet America� by William Z. Foster, Head of the Communist
Party USA, Foster indicates that a National Department of Education
would be one of the means used to develop a new socialist society
in the U.S.[16]

�The
New World Order� by F. S. Marvin, describing the League of Nations
as the first attempt at a New World Order. Marvin says, �Nationality
must rank below the claims of mankind as a whole.�[17]

�Dare
the School Build a New Social Order?� by educator-author George Counts
who asserts that �the teachers should deliberately reach for power
and then make the most of their conquest� in order to �influence the
social attitudes, ideals and behavior of the coming generation. The
growth of science and technology has carried us into a new age where
ignorance must be replaced by knowledge, competition by cooperation,
and trust in Providence by careful planning and private capitalism
by some form of social economy.�[18]

�Humanist
Manifesto� (1933) co-author John Dewey, the noted philosopher and
educator, calls for a synthesizing of all religions and �a socialized
and cooperative economic order.� Co-signer C. F. Potter said in 1930,
�Education is thus a most powerful ally of humanism, and every American
public school is a school of humanism. What can the theistic Sunday
schools, meeting for an hour once a week; teaching only a fraction
of the children, do to stem the tide of a five-day program of humanistic
teaching?�[19]

�The
Teacher and World Government� (1946) written by former editor of the
�NEA Journal� (National Education Association) Joy Elmer Morgan. He
says: �In the struggle to establish an adequate world government,
the teacher can do much to prepare the hearts and minds of children
for global understanding and cooperation. At the very heart of all
the agencies which will assure the coming of world government must
stand the school, the teacher, and the organized profession.�[20]

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�In
1940, teachers were asked what they regarded as the three major problems
in American schools. They identified the three major problems as:
Littering, noise, and chewing gum. Teachers last year were asked what
the three major problems in American schools were, and they defined
them as: Rape, assault, and suicide.� William Bennett (1993)[21]

Deanna Spingola
has been a quilt designer and is the author of two books. She has traveled
extensively teaching and lecturing on her unique methods. She has always
been an avid reader of non-fiction works designed to educate rather than
entertain. She is active in family history research and lectures on that
topic. Currently she is the director of the local Family History Center.
She has a great interest in politics and the direction of current government
policies, particularly as they relate to the Constitution.

In
order to drastically alter civilization, members of The Order infiltrate
society�s institutions and use their influence, backed by the vast wealth
of the international bankers, to gain absolute control.